Daniel Rees Lewis
Biographic Data
| ID | 9116013 |
|---|---|
| NAME | Daniel Rees Lewis |
| GIVEN NAMES | Daniel Rees |
| FAMILY NAME | Lewis |
| SIGNATURE | LEWIS D R |
| AFFILIATIONS | Queen's University Belfast |
| ORCID | 0000-0002-0928-3831 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1957 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 1 |
The logic of the theoretical and practical products of design research
Design research (DR) promises to simultaneously solve practical problems of education and develop theory to guide future interventions. However, educational DR remains paradigmatically underdeveloped, making it difficult to train new researchers, to agree upon what makes a theoretical contribution, and to promise clear outputs to funders – all of which hinders the accumulation of knowledge. To further the paradigmatic development of educational D…
Statistical Methods in Education
Group Factors of Attainment in Grammar School Subjects
S ummary . Previous factorial studies of attainment have been largely confined to a restricted range of subjects, and have not revealed a clear pattern of results. In the present study an analysis is made of the attainments of 173 boys in a balanced range of eleven subjects (English, French, Latin, history, geography, arithmetic, algebra, geometry, physics, chemistry and biology) after a three‐year grammar school course. In a centroid analysis th…
Differences in Attainment Between Primary‐schools in Mixed‐language Areas: Their Dependence on Intelligence and Linguistic Background
S ummary . Differences in attainment in English and arithmetic between primary schools in mixed‐language areas of Wales are studied with respect to differences in both intelligence and linguistic background. School attainments tended to increase with intelligence, though not regularly; and the school differences in intelligence did not account fully for the differences in attainment. Generally, the attainment of schools with pupils of a strongly …
Reply To: A Critical Study of Bilingualism and Non‐verbal Intelligence (B Y W. R. Jones)
Bilingualism and Non‐verbal Intelligence: A Further Study of Test Results
S ummary . Previous investigations of the effect of (English‐Welsh) bilingualism on performance in non‐verbal tests of intelligence have not yielded a consistent pattern of results. In the present study a non‐verbal test was given to ten‐year‐old pupils from primary schools in Wales. Linguistic background was assessed by means of a language questionnaire, the assessment being compared with teachers' ratings. Care was taken to select a homogeneous…
Normal Distribution of Intelligence: A Critique
The dependence of distribution of test scores on facility and discriminatory values of component items is discussed with special reference to (approximately) normal distribution of quotients from Binet Scale. A discussion follows as to how this should affect our interpretation of ‘normal distribution of intelligence’
Bilingualism and Non‐verbal Intelligence: A Further Study of Test Results
S ummary . Previous investigations of the effect of (English‐Welsh) bilingualism on performance in non‐verbal tests of intelligence have not yielded a consistent pattern of results. In the present study a non‐verbal test was given to ten‐year‐old pupils from primary schools in Wales. Linguistic background was assessed by means of a language questionnaire, the assessment being compared with teachers' ratings. Care was taken to select a homogeneous…
Normal Distribution of Intelligence: A Critique
The dependence of distribution of test scores on facility and discriminatory values of component items is discussed with special reference to (approximately) normal distribution of quotients from Binet Scale. A discussion follows as to how this should affect our interpretation of ‘normal distribution of intelligence’
Normal Distribution of Intelligence: A Critique
The dependence of distribution of test scores on facility and discriminatory values of component items is discussed with special reference to (approximately) normal distribution of quotients from Binet Scale. A discussion follows as to how this should affect our interpretation of ‘normal distribution of intelligence’
Bilingualism and Non‐verbal Intelligence: A Further Study of Test Results
S ummary . Previous investigations of the effect of (English‐Welsh) bilingualism on performance in non‐verbal tests of intelligence have not yielded a consistent pattern of results. In the present study a non‐verbal test was given to ten‐year‐old pupils from primary schools in Wales. Linguistic background was assessed by means of a language questionnaire, the assessment being compared with teachers' ratings. Care was taken to select a homogeneous…
Differences in Attainment Between Primary‐schools in Mixed‐language Areas: Their Dependence on Intelligence and Linguistic Background
S ummary . Differences in attainment in English and arithmetic between primary schools in mixed‐language areas of Wales are studied with respect to differences in both intelligence and linguistic background. School attainments tended to increase with intelligence, though not regularly; and the school differences in intelligence did not account fully for the differences in attainment. Generally, the attainment of schools with pupils of a strongly …
Reply To: A Critical Study of Bilingualism and Non‐verbal Intelligence (B Y W. R. Jones)
Group Factors of Attainment in Grammar School Subjects
S ummary . Previous factorial studies of attainment have been largely confined to a restricted range of subjects, and have not revealed a clear pattern of results. In the present study an analysis is made of the attainments of 173 boys in a balanced range of eleven subjects (English, French, Latin, history, geography, arithmetic, algebra, geometry, physics, chemistry and biology) after a three‐year grammar school course. In a centroid analysis th…
Statistical Methods in Education
The logic of the theoretical and practical products of design research
Design research (DR) promises to simultaneously solve practical problems of education and develop theory to guide future interventions. However, educational DR remains paradigmatically underdeveloped, making it difficult to train new researchers, to agree upon what makes a theoretical contribution, and to promise clear outputs to funders – all of which hinders the accumulation of knowledge. To further the paradigmatic development of educational D…
Psychology (6 works) · Computer Science (4 works) · Linguistics (4 works) · Philosophy (3 works) · Reading and Literacy Development (3 works) · Developmental psychology (2 works) · Mathematics (2 works) · Mathematics education (2 works) · Neuroscience of multilingualism (2 works) · Sociology (2 works)